"Learning for teaching" is the teaching idea of "teaching yourself by teaching others" put forward by people educator Mr. Tao Xingzhi in 1927. It means that if you want to teach others, you must first understand and master; While teaching others, we can also master the relevant knowledge more firmly. This is Mr. Tao Xingzhi's clear requirement for teachers' teaching. In the cooperative learning classroom, we apply this concept to students, so that students can learn for teaching in the form of "peer teaching". Two important principles of cooperative learning are positive interdependence and personal responsibility, which are embodied in the cooperative strategy of "mutual assistance, interaction and help". This shows that it is our responsibility to teach others in the group. We should take "teaching others is the only way to really learn" as the principle of cooperation, so that cooperative learning can enter the best state.
Mr. Tao Xingzhi's idea can be understood as "learning for teaching is the best learning", which is convenient for practical cooperative learning and conforms to the educational law and human natural characteristics. "Being a teacher by example" is a human characteristic. It is a great sense of accomplishment to teach others after learning by yourself. Pyramid theory also proves this point, that is, "teaching others and applying what they have learned immediately" is the most effective way of learning. This is good for both "teaching" and "learning" While teaching others, I consolidate what I think and learn, and I can turn short-term memory into long-term memory, and my knowledge will be firm and lasting.
If teaching others to learn by themselves becomes a habit and forms a learning quality, then there is no formal problem in cooperative learning. Why? Because learning for teaching can solve the problem of learning motivation. For eugenics, their learning behavior is conscious, their purpose is clear and their motivation is endogenous. They can take helping others as a pleasure and are willing to teach in order to teach more extensive and in-depth learning. For students with learning difficulties, because of their vague learning objectives and passive behavior, having a companion who can often help them will generate upward motivation and gain a sense of accomplishment through learning. This is the best embodiment of the principle of cooperative learning and mutual assistance.
Learning for the sake of teaching is also a requirement for teachers, which can solve the problem of why teachers teach. In cooperative learning, teachers are the dominant and students are the main body, so we should solve the motivation problem from two levels: "Why to teach and why to learn". The goal of learning for teaching is to make trees grow into the best trees and grass grow into the best grass. This requires teachers to deeply study the learning situation, grasp the differences between students, and put forward appropriate questions, so that students of different degrees can become participants in learning and have the motivation to learn for teaching. Therefore, if students want to learn well, they should take the initiative to learn, become participants in learning, and never become bystanders in learning.
The basis of "learning for teaching" is a good teacher-student relationship and a good student-student relationship, which can be said to be the quality of teaching. In cooperative learning, when a good interactive relationship is not established, cooperation will be formalized, and learning for teaching will have no foundation. The most obvious thing is that when a student is not good at science, he must not like the teacher in this subject, and he will not cooperate with his peers according to the teacher's requirements.
"Teaching for learning" is teaching for students' real learning. Students use whatever methods they can learn and understand. The development of students is the whole reason and value of teaching, and the key point is to stimulate students' intrinsic motivation and interest in autonomous learning. Teaching for learning is the opposite of teaching for knowledge. These two methods are "performances" of teachers who have no students in their hearts. In essence, "teaching for learning" means teaching for tomorrow, teaching for the future, and cultivating students' ability to acquire knowledge. The Commission for International Education Development of UNESCO once pointed out: "In today's classroom, teachers should transition from the role of' soloist' to the role of' accompanist'. From then on, they will no longer mainly impart knowledge, but help students discover, organize and manage knowledge, and guide them instead of shaping them. " The role of teachers has changed from authoritative knowledge transfer to "promoting and encouraging students to learn by spending more time judging learners' needs." Future schools must turn the object of education into the main body of their own education. An educated person must become a self-educated person; The education of others must be the education of this person. "
In the cooperative learning classroom, "learning for teaching" and "teaching for learning" have their important values, and the ultimate goal is the same, both of which are to make students learn better and learn more happily.